How are you feeling about the return to the school routine? Perhaps you have a littlie starting school for the very first time? Or a tween making that big transition to secondary school?

Many clients we speak to are breathing a huge sigh of relief as getting back to a regular routine and a bit of ME TIME is much needed, but there are others for whom the transition may not be so welcome.

Perhaps you are feeling anxious about the rushed mornings and the thought of getting everyone up and out of the house by 8.15am or earlier!

Perhaps you have a child who does not like change or transition and finds going to school hard.

It may not surprise you to hear that the key to a successful return to school is PREPARATION, PREPARATION, PREPARATION!

Take some time NOW to Set Up For Success with these top tips

Physical Preparation

This year make getting ready for school a team effort as much as possible.

Change schedules - Routines usually become more flexible during the holidays. Consider moving back to a term-time schedule a few days in advance of school starting. Allowing time to settle down to the term-time regime BEFORE the impact of the first day back makes a smoother transition.

Uniform –do make sure the uniform and shoes still fit in time. Don’t leave it till the night before to check it’s clean and pressed. Consider whether your child is now old enough to take more responsibility for looking after his uniform, putting it in the wash and checking that it’s ready the night before. Is everything marked? Perhaps the children can even learn to sew on those name tapes and polish shoes.

Other kit –involve the children in assembling what they need for school –there will probably be a checklist from the school.

Lunch –if your child takes a packed lunch to school a few days before term starts practice making it - and eating it - as it may be different from what they’ve been having in the holidays. Involve them in the preparation.

Infrastructure –set up notice boards for schedules somewhere conspicuous. Have designated, accessible places for school bags, shoes and coats. Consider whether keeping toothbrushes and hairbrushes downstairs would facilitate a quick getaway in the mornings.

Morning task list - help your children be independent by setting up a list of the essentials that need to be done. After teeth and hair brushing and packed school bag and making bed they then get to select a non-material reward perhaps choosing which music to listen to in the car, or selecting the scooter instead of walking to school. Be creative and pick a reward that motivates your child!

Chat through what is needed for the first day back - ask the children questions to get their input and Descriptively Praise their answers. Ask THEM to write shopping or other lists and check items off. All these things help them not only take responsibility and develop competencies which boosts self-esteem..

Although schools keep their main focus on results, we can provide an alternate view, putting the emphasis on the journey or process. Keep noticing their efforts WHENEVER your children display them describing in detail the ‘good’ stuff they do.

Praise them for qualities that they are showing in non-academic areas such as perseverance and they will likely transfer those attributes to school life.

For example: “I am impressed how you kept working on this juggling. It’s complicated and time-consuming but you persevered until you could do it.” Or “You made such an effort to keep up with everyone today, and you kept a smiley face and a happy voice which meant we all had a lovely day out together.”

Helping them cope with their feelings

There are many feelings associated with school – good ones, and not so good ones. And we need to know how our children feel – even when the feelings are ones that we’d rather protect them from, or don’t feel comfortable handling.

When we accept and validate uncomfortable feelings we reduce the need for children to ‘act out’ these feelings in ‘misbehaviour’ - such as being ‘mean’ to siblings or rude to parents or defiance. We help them learn how to identify and manage negative feelings appropriately.

For example: “I imagine you are totally exhausted by all the new people and places you have dealt with this week. It probably feels quite overwhelming.” Or “You might feel like you can’t possibly do one more thing for anyone this afternoon. You’ve been told what to do all day long, and now all you want to do is nothing.”

Remember, there is a clear distinction between acknowledging negative feelings and condoning negative behaviour. So, although it’s understandable a child might feel left out at school, it is NOT acceptable to hit a sibling.

Sometimes children’s excitement at starting school is tinged with the conflicting and confusing feeling of anxiety.

Sometimes feelings show up in butterflies in the tummy, headaches, eczema or nausea. It can help children to know that these feelings won’t last and there are solutions too, like breathing, visualisations or distraction. It helps to hear that other people have similar feelings – most children love hearing about your experiences at school.

Empathise with any reluctance to go to school. It is TOTALLY normal for there to be times when they don’t want to go. Knowing that feeling is understood and accepted makes it easier to keep going.

For example: “I bet you wish you could stay at home today – it’s such a huge change to being on holiday. You probably wish we were still on the beach.”

“You might be wishing you didn’t have to change schools. You feel sad about leaving your friends and teachers. Maybe you are worried you won’t know anyone and you won’t make friends quickly. You might miss your old school for a while. Maybe a part of you is also looking forward to making new friends and having more activities. It can be confusing when you feel two different feelings at the same time.”

Continued reluctance may mean there is something else going on which merits further investigation.

And three last tips!

First, remember how tiring school is for children of all ages. It’s not unusual for children to display regressive behaviour – sucking thumbs, using baby voices, or disrupted sleep and rudeness because they are so exhausted by their efforts to be ‘good’ at school. Plan time for them to rest each afternoon and at the weekend – avoid lots of playdates and activities until things settle down.

Secondly, our children follow where we lead. When we enthuse, we create enthusiasm. When we look forward to new challenges, they do too. And when we show an appetite for learning, they pick this up. So, be positive about school, and it will help give them a very good start.

And finally, “rushing is the enemy of love”. I know it sounds obvious but just getting up 20 minutes earlier will enable you to get on top of things and prevent overwhelm and stress. When we start the day off feeling in charge we will feel more confident about using all our skills and get results!

Follow these tips and let us know the results and any other great tips for helping your children go back to school?

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